The Natural Relaxation Space for

Toddlers
(1 3 year olds)
Plenty of space for
children to play
alone and with
others
Offer security
Bug and reptile free
Positive behaviour guidelines that toddlers will be able to understand and follow
High Scope Approach: As active learners infants
and toddlers learn from interacting with the
people and objects around them that are
interesting and atheistically appealing.
Explanation of Elements in the Environment:
Multi-Level spaces
encourage children to
explore the spatial
relationships with their
bodies
(McNaughton, and Williams, 2009).
There is a cushioned,
soft floor and pillows
which encourage
children to lie back and
relax
Plants add texture,
shape, colour and
aroma to the
environment. They
provide enjoyment,
stimulation and
enjoyment (McNaughton, and
Williams, 2009).
The overarching trees
provide shade and
privacy
The spray bottle allows
the children to take
pride in their
environment, and look
after the plants by
watering them.
A combination of natural
and artificial lighting is
used to add interest and
atmosphere to the space
(McNaughton, and Williams, 2009).
Literacy area for
shared and individual
reading and
discussion
experiences
Easy Toddler Guidelines for Using the
Space Positively
These are the rules for using the space. As
toddlers will not be able to read yet, the rules are
visually represented with pictures. They could
even be pictures of the children themselves
displaying positive interactions in the space.

The pictures and the rules for using the space
would be discussed and the teacher would give
practical, modelled examples of behaviour she
wants to see, before the children are allowed to
enter the space.

The children are encouraged to be quiet,
to use their gentle hands with the plants, people
and bugs,
and they are encouraged to look after the
environment in the space.




Easy Teacher Guidelines for Correcting
Behaviour in This Space:
Guidance Approach:
- Try to prevent disruptions before they occur
- When being corrected, the child should learn something positive from the interaction with the teacher
- Child should feel safe and supported and continue to feel safe about how they would be treated in
future
- The relationship should become stronger and suffer no harm as a result of the correction
(Porter, 2007).

Books that are
inspired by the
childrens interests
Bugs, snakes,
rainforests and
space
I wanted to create a natural environment including plants,
trees, edible herbs, sand, rocks and other elements from
nature. This space invites open-ended interactions,
spontaneity, risk-taking, exploration, discovery and
connection with nature. An outdoor relaxation space like this
one encourages pro-social interactions and an appreciation
of the natural environment,. It develops environmental
awareness of the potential hazards in gardens and provides
a platform for continuous environmental education.
(Early Years Learning Framework, 2009).

The natural environment promotes positive behaviour
because children will use this space to explore and interact
with the surroundings collaboratively with their peers. It is a
quiet space for relaxation, exploring and creativity, teachers
can reinforce this message by modelling whispering and
showing the Shh and gentle hands pictures on the
expectations board.
When children are feeling overwhelmed they can come to
this space, Look at a photo album of their family, cuddle a
familiar toy, draw or feel the smoothness of the rocks and
engage with books of their interest.
The Natural Environment
Building Positive Relationships
Children will build trust in environments that allow them
to explore physically and socially with the security that
their parent or educator is nearby. It is the environment
that predicts the social interactions that will go on there
and how teachers and students will feel, think, and
behave, and its qualities can have a lasting effect on
our lives (Roskos and Neuman, 2011).

The guidance approach encourages educators to teach
children how to be considerate of others in the
environment, and consider how their actions may affect
others.

Along with teacher scaffolding, this space will hopefully
allow children to learn how to:
- Manage their emotions
- Develop a sense of right and wrong
- Co-operate
- Feel a sense of agency and potency
- (Porter, 2006).
Collaborative Drawing Table - the contents of the
table could change according to the childrens
interests. For example instead of drawing pads they
could have a tea set, for dramatic play.
Early Years Learning Framework:

Learning Outcome 1.1 Children Feel Safe Secure and Supported
Child feels a strong sense of belonging in the space, openly communicates their needs for help and freely expresses
their emotions, in meaningful interactions with peers and educators.

Learning Outcome 1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of
agency

Child demonstrates awareness and respects the rights of others, explores new challenges and discoveries , co-
operates with and works collaboratively with others, takes planned risks in their decision making, is able to self-
regulate their behaviour, is confident when dealing with new and spontaneous situations, is able to share confidently
with others and is persistent when overcoming new and challenging experiences.

Learning Outcome 1.4 Children learn to interact with in relation to others with care, empathy and respect
Child actively participates in group and play experiences and shows interest in their peers , appropriately expresses a
wide range of their emotions, is able to empathise with others, acknowledges and respects the views of others and is
able to reflect on their actions and predict consequences for others.
References
Holt, N. (2010). Bringing the high scope approach to your early years practice. (2nd ed.). Oxon: Routledge.
McNaughton, G., & Williams. G. (2009). Techniques for teaching young children (3rd edition). Pearson: Frenchs Forest, NSW. Pp.2-44.
Porter, L. (2006). Young childrens behaviour: Practical approaches for caregivers and teachers (3
rd
edition). Sydney: Allen &Unwin.
Porter, L. (2007). Student behaviour : Theory and practice for teachers. Crows Nest, NSW: Allen & Unwin.
Roskos, K., & Neuman , S. (2011). The classroom environment. Reading Teacher, 65(2), 110 - 114. doi: 10.1002/TRTR.01021.